Cartoon-Truth or Tale

Subject: Multicultural/Social Studies/Art

Grade Levels: 6 through 12

Objectives:

• To analyze efficacy of visual representations when accompanied by narratives or not
• To understand the power of suggestion from symbolism
• To understand how artists use color to convey their message
• Research locations on the Internet for comparison and contrast

Sunshine State Standards:

• Grades 6-8
  • LA.A.2.3.2

• Grades 9 - 12
  • LA.A.2.4.1, 2.4.5, 2.4.8

View all Sunshine State Standards

Materials:

• Sketch pads
• Markers

Procedure: Poster analysis

Day One

Nazi Propaganda Illustrations

National Archives and Records Administration:Poster Analysis Worksheet

1. What are the main colors used in the poster?
2. What symbols (if any) are used in the poster?
3. If a symbol is used, is it
   1. clear (easy to interpret)?
   2. memorable?
   3. dramatic?
4. Are the messages in the poster primarily visual, verbal, or both?
5. Who do you think is the intended audience for the poster?
6. Consider the tabloid by Julius Streicher, "Der Stümer," in which a medieval illustration depicts ritualistic murder of children, a medieval antisemitic myth. What irony can you identify?
7. What does the Nazi Government hope the audience will do?
8. What Nazi purpose(s) is served by the tabloid?
9. Go to the antisemitic cartoon by Seppla (Josef Plank) - an octopus with a Star of David over its head has its tentacles encompassing the globe. Compare this imagery with the song - "He's Got the Whole World in His Hands." Is there a correlation?
10. The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster?

Day Two

Materials:

• Cartoon Analysis Worksheet
• Visuals

Procedure:

Middle School Discussion

1. Which of the objects on your list are symbols?
2. What do you think each symbol means?
3. Which words or phrases in the cartoon appear to be the most significant? Why do you think so?
4. List adjectives that describe the emotions portrayed in the cartoon.

High School Discussion

1. Describe the action taking place in the cartoon.
2. Explain how the words in the cartoon clarify the symbols.
3. Explain the message of the cartoon.
4. What special interest groups would agree/disagree with the cartoon's message? Why?

Compare and contrast three cartoons for:

• Content
• Efficacy
• Aesthetic value

Day Three

• Create a cartoon depicting a message of propaganda relating to current events.
  
• Create a second cartoon combining a current event which parallels [to some degree] with the Holocaust.

Day Four

• Have students share their cartoons with the class
• Have each student defend his or her position:
  • telling why they used particular imagery
  • color
  • subject matter
  • composition

Day Five

• Compile students' cartoons into a book
• Circulate the book throughout the school
• Donate it to the school library

Assessment:

The quality of the student's work can be assessed by :

• Peer and/or teacher review.
• Set up your classroom and library as a Holocaust Gallery and Museum.
• Constructive criticism of each other's work
• Plan an exhibition for the school
• Offer your work as a traveling show to other schools and art councils within the community.
  

  

  

  A Teacher's Guide to the Holocaust
  Produced by the Florida Center for Instructional Technology,
  College of Education, University of South Florida © 1997-2013.